To see the other types of publications on this topic, follow the link: School management and organization Educational planning.
Dissertations / Theses on the topic 'School management and organization Educational planning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'School management and organization Educational planning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Chattip, Suwannachin Riegle Rodney P. "Planning for a learning organization in a private vocational school in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064541.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 9, 2006. Dissertation Committee: Rodney P. Riegle (chair), Barbara Heyl, Paul J. Baker, Dianne E. Ashby. Includes bibliographical references (leaves 155-157) and abstract. Also available in print.
2
Moore, Stephen. "Assessing the professional development needs of principals and leaders in preK--12 educational settings." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Full text
3
Fried, Paul Raymond. "The advocacy design center : interpretive planning for community building /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396076.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 251-266).
4
Garchinsky, Christopher Richard Dugan Marion. "Planning for the continuity of a school's vision and culture before leadership succession events /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2997.
Full text
5
Jobst, Thomas Baker Paul J. "The school improvement planning process in a high school a case study of the North Central Association outcomes endorsement model /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924348.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 13, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, George Padavil, William Rau. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.
6
Monvichet, Soeung Sujaritlak Deepadung. "Situation of educational management in technical and vocational education and training case study : Preah-Kossamak Polytechnic Institute /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd394/4738683.pdf.
Full text
7
Stanza, Donna Jean. "A case study of a school/university partnership in a state takeover district /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396398.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Josue M. Gonzalez. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 157-160).
8
Donohue, William Matthew. "The advocacy design center : an institutional analysis of an effort to build community and promote change in the Paterson Public Schools /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396040.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 152-155).
9
Gehrking, Gene C. (Gene Clarence). "Strategic Planning: Process and Evaluation." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279126/.
Full textAbstract:
Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.
10
Leachman, Robert E. "Student performance in Missouri high schools in the Coalition of Essential Schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946272.
Full text
11
Bingham, Wayne D. (Wayne Douglas). "Strategic Planning : A Process for Restructuring the Public Schools and Improving Community Support." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277621/.
Full textAbstract:
The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.
12
Madasi, Vuyelwa. "Secondary school principals' perceptions and experience of management development programmes." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003648.
Full textAbstract:
Management development in educational contexts is a relatively recent development in South Africa. The Task Team Report on Education Management Development of 1996 drew pertinent attention to the need for education management development in South Africa, and set an agenda for such development. Since then many management development programmes have been launched by both National and Provincial government. However, very little research seems to have been conducted on these programmes, especially on how they have been received. This study seeks to address that need. The study is a qualitative phenomenological investigation of how four secondary school principals experienced and perceived the management development programmes they have attended. In line with a phenomenological approach, the study sets aside preconceived ideas and attempts to describe the phenomenon through the eyes of the participants. Findings suggest that management development programmes are perceived as having a big role to play in the development of school managers, but that the programmes on offer suffer from various shortcomings. These include poor planning, lack of organisational and facilitating skills in presenters, lack of commitment, monitoring and support from the bodies offering the courses, and especially the failure of training programmes to bring about increased confidence and self-awareness among participants. Increased selfawareness can help in personal and organisational renewal and growth, and help to minimise the dependency syndrome among principals. Particular needs highlighted by the findings include training in the new curriculum (Outcomes Based Education), holistic development by experts in all facets of school management, training of School Governing Bodies and development of all educators in management as future managers. These findings may prove helpful to education departments and other bodies in the planning and delivery of programmes for new and incumbent school managers.
13
Van, Der Rheede Christo Owen. "Governance model for South African schools based on a case study at West Bank Secondary School." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1875.
Full textAbstract:
Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005.The core business of schools is to develop, implement and sustain an effective and efficient curriculum delivery process in order to provide quality education to all learners. External and internal changes though constantly affect the effectiveness and efficiency of the curriculum delivery process and it is required of schools to adapt and meet the demands that are required by these external as well as internal changes. Successful adaptation in an ever-changing environment also depends on how successful a school transforms itself into a learning organisation, develops conducive learning circumstances for learners and encourages constant learning by staff members as well. Research in this respect indicates that principals play a very important role in transforming schools into learning organisations. Schools as learning organisations are also recognised as complex organisations, which consist of multiple relationships or linkages between educators, learners, parents, fellow colleagues, provincial and national education departments, government, service providers, as well as other stakeholders. These relationships are never stable, nor predictable and it requires of principals to monitor, understand and interpret changing circumstances and respond appropriately. Appropriate responses must reflect our country’s constitutional values, which promote collaboration and consultation with all stakeholders. It also requires of school principals to apply a leadership approach, which not only facilitates participation by all stakeholders, but which focuses on empowerment as well. Furthermore, the role of principals in leading and managing schools has changed tremendously and there is a great need to empower principals and school management teams with facilitatory-and-empowering leadership competencies. Such competencies will enable them to understand, interpret and manage change in collaboration with other role-players much more effectively. It will also enhance their ability to effectively lead and efficiently manage the curriculum delivery process and all other supportive systems, such as the academic planning, assessment, finance, procurement, maintenance and human resources systems. Considering the former, this study focuses on the development of a governance model for schools, which considers schools as complex organisations continuously affected by change in the external as well as internal environment. Hence, the governance model provides principals and senior staff members with the understanding how to manage these changes in terms of principles which are derived from complexity theory. Complexity theory informs the practice of school leadership coherently and provides principals with the insight to look at the school educational system as a whole in order to advance organisational effectiveness continuously. According to complexity theory, no system is stagnant; it constantly changes, adapts, learns and evolves. The governance model therefore outlines various facilitatory-and-empowering leadership approaches which are required to cope in an environment which are continuously affected by change. It also illustrates the supporting role of effective communication and sound labour relations in this respect and outlines various management roles, which are required of the principal to transform schools into learning organisations. The governance model also focuses in particular on three essential governance processes, which are applicable to the translation of monetary allocations into appropriate nonpersonnel resources. These governance processes are budgeting, cost management and information technology. The last part of the model focuses on the various control systems for quality assurance purposes, such as whole school evaluation, systemic evaluation, performance appraisal and risk management. In conclusion, West Bank secondary school was used as a case study to experiment with and study the impact of appropriate leadership approaches, management roles, governance processes and controls. The integration of existing research and practice knowledge at this institution aims to extend the scope of application of the governance model to all schools in South Africa and elsewhere in the world.
14
Coombs, Keith. "Grade span and its effects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63976.pdf.
Full text
15
Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
Full text
16
Drivas, Aimee E. "Strategic planning in education a case study of the Chippewa Falls, Wisconsin Area Unified Scool District /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006drivasa.pdf.
Full text
17
Hill, Robert M. Martin Barbara N. "Leadership capacity in a complex connected age." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7033.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara N. Martin. Vita. Includes bibliographical references.
18
Magqaza, Ocean Bungani. "Planning in Ciskei secondary schools with special reference to managerial teams." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003589.
Full textAbstract:
Educational leadership and management is a very wide field of study with interdependent components that should form a chain reaction in order to bring about effective management. This study attempts to investigate planning in schools which is one of the educational leadership and management components or functions. Very little research work has been done on educational planning in the Ciskei schools. This is a shortcoming since the number of secondary schools has mushroomed in the late twentieth century. The Ciskei educational managers and parents need to know and take note of the possible situations in the various schools. This is opportune time, particularly that recent events, i.e. students' demands and strikes, are drawing parents closer to the education of their children. The researcher's experience of inspecting school administration since 1990 has reinforced his conviction that the managerial teams in the Ciskei secondary schools have little knowledge of management, and of planning in particular. Although the investigation is into secondary school administration, it is also pertinent to primary school planning. Management, i.e. school year-planning, control of work, staff development, appointment of teachers, policy governing students and teachers are discussed at length . Joint planning, i.e. a participative or consultative approach, and advance planning, are investigated in relation to the school year-programme. The existence of statutory bodies in the various schools is assessed in order to test parents' involvement in the education of their children. School tours are discussed in relation to students' involvement in the school activities. The analysis of the results highlights areas that require attention, and the recommendations given address the controversial issues in planning in the various schools.
19
Davis, Micheal Victor. "Die evaluering van skoolbeleid : 'n gevallestudie van ses geselekteerde skole in Kimberley." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52771.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch 2002.ENGLISH ABSTRACT: The transformation of education in South Africa has provided broader and better opportunities to school communities to make more purposeful and effective changes to the culture of learning. The primary focus of this research is to accentuate the importance of school policy and its role in the management structure of the school. The new South African Schools Act (1996) allows for greater parent involvement, responsibility, power and rights. Consequently the governing body has been allocated decision-making powers regarding school policy formulation. A literature study to discuss the broad concept of educational policy and related concepts such as education system, governance and school policy, was undertaken. There was a specific focus on three policy areas, namely admission policy, discipline policy and uniform policy as well as the formulation of policy in schools. Empirical research was done at six selected schools through unstructured interviews with the persons concerned to collect the data. Policy gives direction, serves as a point of departure and gives power to the organisation. Written policy documents were absent at most of the schools due to the fact of insufficient training in policy formulation. Recommendations from the literature study could be useful to schools in fulfilling their needs. Key words: School policy; School management; Governance; Admission policy; Discipline policy; Uniform policy.
AFRIKAANSE OPSOMMING: Die transformasie van die onderwysstelsel in Suid-Afrika bied groter en beter geleenthede vir skoolgemeenskappe om doelgerigte en effektiewe veranderinge aan die leerkultuur te maak. Die primêre doel van die navorsing is om die belangrikheid van skoolbeleid en die rol wat dit speel in die bestuurstrukture van die skool, te beklemtoon. Die nuwe Suid-Afrikaanse Skolewet (1996) het groter ouerbetrokkenheid, verantwoordelikheid, regte en magte verleen, met ander woorde die beheerliggaam het besluitnemingsbevoegdhede rakende die skool ten opsigte van beleidsformulering. 'n Literatuurstudie om die oorkoepelende begrip onderwysbeleid te bespreek en aanverwante begrippe soos, onderwysstelsel, beheer en skoolbeleid te verduidelik, is onderneem. Daar was spesifiek gelet op drie beleidsareas naamlik: toelatings, dissipline en uniformbeleid asook die formulering van 'n skoolbeleid. Die beIeidsareas is bespreek aan die hand van riglyne uit die Skolewet en die ontleding van data wat verkry is uit die ondersoek. 'n Empiriese ondersoek is by ses geselekteerde skole gedoen en die nodige data is deur ongestruktureerde onderhoudvoering met belanghebbendes bekom. Beleid gee rigting, dien as 'n vertrekpunt en gee mag aan 'n organisasie. Geskrewe beleidsdokumente het by meeste van die skole ontbreek en dit kan toegeskryf word aan 'n tekort aan opleiding in die formulering van skoolbeleid. Aanbevelings uit die literatuur kan deur die skole gebruik word indien dit die skool se behoefte bevredig. Sleutelwoorde: Skoolbeleid; Skoolbestuur; Beheer; Dissiplinebeleid; Toelatingsbeleid; Uniformbeleid.
20
Pérez, José Luis. "Building functional and affordable schools in California." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/929.
Full text
21
Hinojosa, Eliu Misael. "Superintendents' perceptions of curriculum management audits." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026198.
Full text
22
Carbo, Molly Jean. "Creating a technology use plan: An on-line handbook for site technology leaders." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1260.
Full textAbstract:
The goal of this project is to design and develop an on-line manual that will serve as a reference tool for teachers, administrators, school board members, parents, and interested community members who have an interst in creating an effective Technology Use Plan.
23
Prost, Joan Karen. "A review of the procedure for the allocation and disbursement of funds for elementary school." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/855.
Full text
24
Ndlovu, Enock Goodman. "The impact of management on learner performance : Nhlophenkulu area." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4044.
Full textAbstract:
Thesis (MPA (Public Management and Planning))--University of Stellenboch, 2009.This study focuses on the effect of management on learner performance in secondary schools. The Grade 12 senior certificate results are used in the study as a standard benchmark. The researcher acknowledges that there may be other factors that contribute to poor performance of learners. A case study of schools in Nongoma (Nhlophenkulu circuit) was used. The three schools that were selected in the case study represent the best performing school in Grade 12 results for the past three years; the middle performing school in Grade 12 results for the past three years; and the poor performing school in Grade 12 for the past three years. In investigating the problem the researcher used both observations and a questionnaire as a way of collecting data information in the selected schools. The middle and the poor performing schools’ problems pointed to the poor management of the schools under study. In the best performing school the analysis of the data revealed that the school was well managed with support structures in and outside the school. It could therefore be deduced that management does have an impact on learner performance. The findings further revealed that a school can not operate in isolation but needs other stakeholders and outside assistance.
25
De, Waal Jan Hendrik Hofmeyr. "Emil Weder High School in Genadendal : a case study in the concept of effective schooling." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17452.
Full textAbstract:
Bibliography: p. 155-160.The Emil Weder High School is in the small rural town of Genadendal, which is situated about 150 kilometres south-east of Cape Town, near Caledon. While doing field work for the Education Foundation early in 1994, one of the schools I Weder High School. It was the last of visited was Emil six House of Representatives schools that I visited, and I immediately noticed a difference at Emil Weder, compared to the other schools. The school buildings and surrounding fields and gardens were very neat and well maintained, the students were neatly dressed and very polite· and the staff were far friendlier than we had previously encountered. My initial impressions of a well-run school were confirmed, when I found out that the school is achieving outstanding academic and extra-mural results. I naturally assumed that this was the norm at the school and was very surprised to find out that it was, in fact, a fairly new phenomenon and that as recently as 1990 the school had experienced student unrest, boycotts, vandalism, gang activities and very poor academic results (in 1990 only 48% of their matriculants passed). Yet, in 1991 the pass rate was 88%, in 1992 it was 100% and last year they had a 98,8% pass rate (one failure). The topic to be researched Based on the above information I developed the hypothesis that certain school-level policy changes had occurred at Emil Weder from 1990 onwards which had led to the establishment of a culture of learning at Emil Weder High School. The purpose of my study was to find out whether policies had in fact changed at the school, and to what extent these new policies could explain the dramatic improvement in Matriculation results at the school. The study was conducted in two distinct phases, one in March 1994 and the other in September 1994. The initial study formed part of the Education Foundation and served to give an overview of how the school operated at the time. The follow-up study took much longer as it involved conducting in-depth interviews with teachers, ex-students and parents. The study revealed that by adopting a multi-level approach to improving the school, with the achievement of better Matriculation results being the major area of focus, the school not only improved these results, but that the school also started achieving better outputs in other areas as well.
26
Makrwede, Fundiswa. "Investigating gaps in the application of financial management systems by schools receiving section 21 funding : case study for Mthatha education district schools - Eastern Cape province." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71931.
Full textAbstract:
Thesis (MPA)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Following significant changes in legislation since the enactment of The Constitution of South Africa, 1996, and also accelerated by the ratification of the South African School Act of 1996, the array of services delegated to schools has placed an ever greater responsibility on school governing bodies and principals. Key to those responsibilities is the capacity to manage school finances. Although the South African Schools Act gives schools freedom to exercise their authority in managing school finances, along with this goes the responsibility to maintain with due regard proper accountability and control over the expenditure of public funds. This investigative research study looked at the extent to which the financial management systems employed in schools in utilizing Section 21 funding comply with relevant legislative and policy framework. In terms of financial management, schools are divided into two categories. There are Section 20 schools whose budget is centralized and managed by the Department of Education. Then there are Section 21 schools whose budget is decentralized to schools and these schools have sovereignty in managing their financial resources in compliance with relevant legislation, policies and procedures. A non-empirical study was undertaken which reviewed and analyzed literature on a financial management legislative framework as well as systems and procedures of financial management applicable to public institutions in general and those that relate specifically to schools. Subsequent to that, an empirical investigation was conducted. A questionnaire was issued to 72 principals who formed the sample of the study. The sample represented 21.3% of the total number of Section 21 Schools in the district of Mthatha. The questionnaire was administered to solicit the extent to which principals understand and apply the legislation, policies and procedures that underpin financial management systems in schools. Focus group interviews were held with school finance committees. These discussions were used to collect a wider range of information and insight on how schools manage financial resources. A qualitative financial documentary analysis was conducted in four schools. To achieve a holistic understanding of the research problem in-depth interviews were also conducted with district officials. The study revealed that, there is indeed a noteworthy divergence between the directives of the applicable financial policies and financial management practices in the majority of schools. The most critical deviations identified include, absence of clear policy directives on procurement procedures and financial controls, poor financial recording and lack of clarity on the roles and responsibilities of different financial structures. The key recommendation of the study is the establishment of an internal audit unit within the district which will serve as a basis of the fiscal oversight processes for schools. Since this unit will work closely with schools, this will advance significant improvements in financial accountability, systems of internal control in school and general financial administration processes. This unit will advance ongoing support in the form of training, monitoring and mentoring of the governing bodies and principals to inculcate strong financial leadership in schools.
AFRIKAANSE OPSOMMING: As gevolg van betekenisvolle verandering in wetgewing sedert die promulgasie van die S.A. Grondwet in 1996, en bespoedig deur die bekragtiging van die Suid-Afrikaanse Skolewet van 1996, word ’n uiteenlopende verskeidenheid bevoegdhede tans aan skole toegewys. Dit plaas toenemende verantwoordelikheid in die hande van beheerliggame en skoolhoofde. Aan die kern hiervan lê die bevoegdheid om skoolfinansies te bestuur. Alhoewel die Suid-Afrikaanse Skolewet vryheid aan skole verleen om hulle gedelegeerde mag betreffende finansies na goeddunke uit te oefen, gaan dit gepaard met verantwoordelikheid om omsigtigheid aan die dag te lê en aanspreeklikheid vir die aanwending van openbare fondse te aanvaar. Hierdie ondersoekende studie het nagevors in watter mate die finansiële bestuurstelsel wat skole gebruik om Seksie 21-befondsing te benut, voldoen aan die vereistes van die relevante wetgewing en voorgeskrewe beleidsraamwerk. Skole word, volgens finansiële bestuursreëls, in twee kategorieë verdeel. Daar is Seksie 20-skole, wie se begrotings gesentraliseer en deur die Departement van Onderwys bestuur word. Daar is ook Seksie 21-skole wie se begrotings gedesentraliseer is. Laasgenoemde skole besit dus die volwaardige reg om hul finansiële hulpbronne self te bestuur; solank dit voldoen aan voorgeskrewe wetgewing, beleid en prosedure. ’n Nie-empiriese studie is onderneem om die toepaslike literatuur oor finansiële bestuur en die betrokke wetgewingsraamwerk in oënskou te neem. Verder is die sisteme en finansiële bestuursprosedures wat betrekking het op openbare instellings in die algemeen, en op skole in die besonder, ook ondersoek. Hierna is ’n empierise ondersoek gedoen. ’n Vraelys is aan 72 skoolhoofde, die monster vir die ondersoek, gerig. Dié monster het 21.3% van die totale aantal Seksie 21-skole in die Mthatha-distrik verteenwoordig. Die vraelys was sodanig saamgestel en geadministreer dat dit die nodige inligting sou bekom om te kan bepaal tot watter mate skoolhoofde wetgewing, beleid en prosedure, wat finansiële bestuurstelsels in skole ondersteun, verstaan en toepas. Gefokusde groep-onderhoude is met skole se finanskomitees gevoer. Hierdie besprekings is aangewend om ’n wyer reeks inligting en insigte te bekom oor hoe skole hulle finasiele hulpbronne bestuur. ’n Kwalitatiewe dokumentêre analise van vier skole se finansiële state is uitgevoer. Om ’n meer omvattende begrip van die navorsingsproblematiek te bekom, is in diepte onderhoude, op ’n een-tot-een basis, ook met distriksamptenare gevoer. Dit het aangedui dat daar inderdaad, by ’n meerderheid skole, ten opsigte van die voorgeskrewe finansiële beleid en bestuur, noemenswaardig uiteenlopende toepassing van riglyne was. Die mees kritieke afwykings geïdentifiseer, sluit in: gebrek aan duidelike beleidsriglyne oor aanskaffingsprosedure en finansiële beheer, swak boekhouding en onduidelikheid oor die verpligtings en verantwoordelikhede van die verskillende finansiële strukture. Die studie se sleutelaanbeveling is dat ’n interne ouditeenheid vir die distrik tot stand gebring moet word. Dit sal die ruggraat vorm vir die fiskale toesighoudingsproses vir die betrokke skole. Aangesien hierdie ouditeenheid nou saam met skole sal werk, sal dit tot betekenisvolle verbetering van interne finansiële beheerstelsels van skole lei en beter algemene finansiële beheer en administratiewe aanspreeklikheid tot gevolg hê. Hierdie eenheid sal deurlopend, deur middel van opleiding, monitering en mentorskap aan bestuursliggame en skoolhoofde, ondersteuning verleen. Sodoende sal ’n kultuur van sterk finansiële leierskap in skole gevestig word.
27
Jaftha, A. P. "An investigation into whether a leadership and management development project changed the perceptions of the educators in a black, disadvantaged school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003502.
Full textAbstract:
This study investigates whether a leadership and management development programme changed the management perceptions of the teachers of one of the schools that participated in the programme. The programme seeks to change the organisational culture of schools and develop effective management. The development philosophy of the programme is informed by literature on school effectiveness, organisation development, whole school development and systemic change. My research is conducted in the interpretive paradigm. Interpretive researchers view reality a construct of the human mind, and therefore the way people perceive the world is not necessarily the same since there can be different understandings of what is real. I employ convenience sampling to select the school and purposive sampling to identify my research participants. Whilst overall impression that the data conveys is that much of the programme does not seem to have had a lasting effect on the culture of the school, it nonetheless made an impression on the teachers’ perceptions of management. There clearly seems to be a greater appreciation of participative management processes. The reintroduction of proper prior planning played a decisive role in re-establishing sound work ethics at the school and contributes to a more structured approach to events at the school. Some sort of organisational learning has also been introduced at the school. The realisation on the part of the staff that they now have their destiny in their own hands is an especially critical development. And whilst the vision is not a compelling force in the organisation, it has nevertheless produced some strategic focus at the school. The insights and skills they acquired concerning resource management will also stand them in good stead.
28
Scholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.
Full textAbstract:
Bibliography: pages 53-58.Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
29
Fernandes, Peterson José Cruz. "De educador a administrador; de administrador a educador: uma narrativa interdisciplinar como possibilidade de currículo para o educador administrador escolar contemporâneo." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21437.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-26T10:04:21Z
No. of bitstreams: 1
Peterson José Cruz Fernandes.pdf: 2161579 bytes, checksum: a866a942320cd25553ba6047da2de81f (MD5)Made available in DSpace on 2018-09-26T10:04:22Z (GMT). No. of bitstreams: 1 Peterson José Cruz Fernandes.pdf: 2161579 bytes, checksum: a866a942320cd25553ba6047da2de81f (MD5) Previous issue date: 2018-08-27
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Given the complex context which challenges the contemporary private schools and, therefore, its own administration, this research – action – formation is aimed at answering the following questions: Who is the administrator of a school today? An educator or a manager? By making use of an interdisciplinary account of the researcher’s life story, the study seeks to systematize elements that could criticise a reality which offers risks to the identity of the school which, on its turn, has compromised its mission; and at the same time, seeks to present possibilities of ways and actions towards the building up of the curriculum of the professional that administrates schools today. From this moviment, it has become possible to develop a series of theoretical and practical inputs in order to build a curriculum abounding potentials to overcome existing dichotomies inside a school these days, particularly the Administration/Educational one, as it has been guided by the Interdisciplinarity, which enables to address the complexity of a school in a more suitable way, since it is integrated and, thus, integrator. This curriculum is organized upon three bases: Strong theoretical and practical formation; interdisciplinary experience and self – awareness. It enables the qualification of a school educator – administrator (answer to the initial questions) competent enough to articulate a wide range of contribution in the approach of school and educational contemporary elements. Through this journey, this professional has the opportunity to develop his own skills: consistency, humbleness, detachment, respect, waiting ability and capability to conceive a Phylosophy of School Administration
Diante de um contexto complexo, que desafia a escola privada contemporânea e, consequentemente, sua administração, a presente pesquisa-ação-formação objetivou responder às seguintes questões: quem é o administrador de uma escola hoje? Um educador, ou um administrador? Por meio de uma narrativa interdisciplinar da história de vida do pesquisador, buscou-se sistematizar elementos que pudessem criticar uma realidade que oferece riscos à identidade da escola e que, por isso, têm comprometido sua missão; e, ao mesmo tempo, apresentar possibilidades de caminhos e ações direcionadas à construção de um currículo do profissional que a administra hoje. A partir desse movimento, foi possível construir uma série de aportes teóricos e práticos para o desenvolvimento de um currículo repleto de potencialidades de superação das dicotomias existentes no interior da escola hoje, em especial, a pedagógico/administrativo, porque pautado na Interdisciplinaridade, o que lhe permite abordar de maneira mais adequada a complexidade do contexto escolar, por ser integrado e, consequentemente, integrador. Esse currículo estrutura-se a partir de três bases: vivência interdisciplinar; sólida formação teórica e prática; autoconhecimento. Ele possibilita a formação de um educador administrador escolar (resposta às questões iniciais) competente para articular os mais variados aportes na abordagem dos elementos escolares e educacionais contemporâneos, necessários para uma adequada administração da escola. Por meio dessa jornada, esse profissional tem a oportunidade de desenvolver competências próprias: coerência, humildade, desapego, respeito, espera e capacidade para engendrar uma Filosofia da Administração Escolar
30
Seo, Hae-Ae Kennedy Larry DeWitt. "An analysis of the perceptions of science teacher educators and secondary school science teachers as to the current status of science teacher education programs in Korean universities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416863.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.
31
Mathern, Rebecca Ann. "The Role of the Academic Analyst in Shared Governance." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4653.
Full textAbstract:
This research explores the roles of academic professionals in higher education, specific to how they engage in decision-making processes. Academic professionals provide important functions in higher education work but there is little in the literature about these actors and their contributions to leadership and governance. A literature review triangulated role theory, organization theory, and the shared-governance field of study to bring together actors within higher education and compare their involvement based on the shared-governance model in operation at different institutions. The researcher introduced the hypothesis that when registrars are not involved in curriculum management, there may be negative effects on student success. In the study, a survey was administered to registrars and faculty members representing nearly 200 institutions to ask about the role of the registrar in specific policies and curriculum practices. Results were measured using Fisher's Exact Test but also interpreted through multiple qualitative approaches, including inductive analysis. Outcomes were not significant in the quantitative test results, but respondents overwhelmingly indicated that the role of the registrar in shared governance affected student success. Themes were recorded to articulate the most common reasons respondents offered for how the registrar was involved in academic policy, curriculum management, and supporting student success. Results of the inductive analysis provided several themes that pointed to unique roles for the registrar, such as leading from behind and acting as a compliance authority, even when partners do not appreciate being held to compliance standards. Implications for practice focused on the qualitative outcomes of the survey. Suggestions for future research included further review of quantitative data outcomes and exploring ideas from inductive analysis around leading from behind and acting as a compliance authority.
32
Jonas, Patrick Thando. "A scorecard for monitoring and evaluation of governance of special schools in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17975.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Conflicts and dysfunctionality in public schools is often the cause of poor school performance and learner outcomes. This often is a direct result of poor school governance. Studies have previously identified a number of factors affecting the standard of school governance. One of these is absence of an effective monitoring and evaluation system for school governance. The current approach of Whole School Evaluation, which incorporates the Integrated Quality Management System (IQMS), unfortunately does not possess adequate tools for the measurement of school governance with view to identifying specific areas of failure. School governance failures are widespread and costly, but effective governance can provide significant benefits not just for the schools but also for the department, the community and the learners themselves. However, there are two challenges: moving beyond suggestive anecdotes to a systematic approach for measuring the governance of schools, and using the data and rigorous analysis to support schools and improve governance. The researcher has designed a measurement instrument to address this particular gap in the management of public schools. This takes the form of a balanced scorecard based on the Kaplan and Norton Model, but has been specifically developed for measuring the public, education and non-profit sector. A number of school governance performance areas based on regulatory frameworks such as the South African Schools Act (Act 84 of 1996) have been linked to specific indicators and measures. These performance areas related to key targets in order to ascertain the achievement of good school governance outcomes. A learning and developmental approach in the form of a peer review format using a clear and simple process has been developed to apply this measurement system. Through an evaluation study the normative model was applied and tested at selected special schools throughout the Education Management and Development Centres (EMDC) in the Western Cape to test the hypothesis that such a balanced scorecard effectively measures school governance while identifying actual areas of failure. It therefore enables School Governing Bodies (SGBs) to focus on these failures in order to improve school governance and therefore promote the schools’ overall performance. The outcomes of the study have been so impressive that the system can be further developed with stakeholder organisations utilising an online approach that can improve management and save time in view of the schools’ “time-on-task” focus. This is the national government term for time management in teaching and learning in schools. Participants at selected schools further indicated that, with effective orientation and training of SGBs and application teams, this instrument can produce good school and learner outcomes.
AFRIKAANSE OPSOMMING: Konflik en wanfunksionering in openbare skole is dikwels die oorsaak van swak skoolprestasie en leerder-uitkomste. Dit is dikwels ‘n direkte gevolg van swak skoolbestuur. Vorige studies het ‘n aantal faktore geïdentifiseer wat die standaard van skoolbestuur raak. Een van hulle is die afwesigheid van ‘n stelsel vir “doeltreffende monitering en evaluering” van skoolbestuur Die huidige benadering van Totale Skoolevaluering wat die Geïntegreerde Gehaltebeheerstelsel (IQMS) insluit, beskik ongelukkig nie oor voldoende meting van skoolbestuur met die oog op die uitkenning van spesifieke tekortkominge nie. Waar tekortkominge ten opsigte van skoolbestuur wydverspreid en duur is, is dit ook so dat doeltreffende bestuur beduidende voordele kan hê, nie alleenlik vir skole nie, maar ook vir die departement, die gemeenskap en die leerder as sulks. Daar is egter twee uitdagings wat gestel word: om verby voorgestelde wenke te beweeg na ‘n sistematiese benadering vir die meet van die bestuursaard van skole, en om van die data en nougesette analise gebruik te maak om skole te ondersteun en hulle bestuur ‘n helpende hand te bied. Die navorser het ‘n meetinstrument ontwerp om hierdie spesifieke gaping in die bestuur van openbare skole aan te spreek. Dit is in die vorm van ‘n gebalanseede telkaart, gebaseer op Kaplan en Norton (1996), maar wat spesifiek vir die meet van die openbare, onderwys- en nie-winsgewende sektor ontwikkel is. ‘n Aantal prestasies wat spesifiek met skoolbestuur te make het en op regulerende raamwerke soos die Suid-Afrikaanse Skolewet gerig is, is gekoppel aan spesifieke indikatore en maatreëls en met sleutel-teikens belyn met die oog op die bereiking van skooluitkomste. ‘n Leer- en ontwikkelingsbenadering in die vorm van ‘n portierhersieningsformaat, waar ‘n duidelike en eenvoudige proses gebruik is, is ontwikkel om hierdie metingstelsel toe te pas. ‘n Normatiewe model is deur middel van ‘n evalueringstudie toegepas en aan geselekteerde, spesiale skole regdeur die Onderwysbestuur en Ontwikkelingsentrums in Wes-Kaapland getoets met die doel om die hipotese te toets dat so ‘n gebalanseerde telkaart skoolbestuur doeltreffend meet en tegelykertyd ook tekortkominge identifiseer. Vervolgens stel dit Skoolbeheerliggame in staat om op hierdie tekortkominge te fokus ten einde skoolbestuur te verbeter en daarmee saam die skool se oorhoofse prestasie te bevorder. Die resultaat van die studie was so indrukwekkend dat die stelsel verder in samewerking met belanghebbende instansies ontwikkel kan word deur die gebruikmaking van ‘n aanlyn-benadering wat bestuur kan bevorder en tyd spaar, veral in die lig van skole se fokus op “tyd op ‘n taak.” Deelnemers by geselekteerde skole het aangedui dat dié instrument puik skool- en leerder-uitkomste sou kon lewer indien daar doelmatige oriëntasie en opleiding van Skoolbeheerliggame en toepassingspanne is.
33
Machabaphala, Sello Nelson. "The integration of strategy formulation and implementation in the Greater Sekhukhune District Department of Basic Education, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/360.
Full textAbstract:
Thesis (MBA) --University of Limpopo, 2010This research report is based on integration of strategy formulation and implementation in the Greater Sekhukhune District Department of Basic Education, Limpopo Province. The purpose of this research is to investigate the key drivers in the formulation and implementation of strategies and how can they be integrated to achieve the formulated goals and objectives of Greater Sekhukhune District Department of Basic Education. This report deals only with qualitative research method. The major findings of the study are that there are key drivers of strategy formulation and key drivers of strategy implementation and their outcomes. The key drivers of strategy formulation are the vision and mission statements, long-term objectives, and generation and selection of grand strategies; whereas the key drivers of strategy implementation are leadership, organizational culture and organizational structure .The integration of these key drivers is essential for the implementation of strategies, leading to improved service delivery to various stakeholders. The report concludes that in order to approach strategy formulation and strategy implementation in an integrated manner, the following should take place : (1) managers and staff members who are responsible for strategy implementation should also be involved in strategy formulation processes ; (2)organizational culture should be changed to create a conducive environment for the managers and the employees to be motivated to render quality services at service points ; (3) leadership and management to guide vision and mission of the district; (4) organizational structure to ‘fit’ implementation of strategies for efficiency and effectiveness of the integration of strategy formulation and implementation to achieve formulated goals and objectives.
34
Pereira, Walter Calheiros. "A gestão em uma escola/empresa: As novas relações pedagógicas e administrativas, frente a um ambiente em constantes mudanças." Master's thesis, Universidade de Évora, 2005. http://hdl.handle.net/10174/15897.
Full textAbstract:
Vivemos tempos novos, oportunos e confusos em relação ao futuro. O mundo mudou, a escola mudou e, dentro de um contexto de globalização, acontecem mudanças inclusive nas formas de gestão. Sabemos e queremos uma nova escola, uma escola que tenha correspondência com a realidade em que vivemos, com o mundo que a cerca, mas, também, que tenha uma relação permanente com as linhas de ação advindas das orientações legais. Nesse sentido, o futuro da escola depende da gestão empregada, da forma de gerir seus recursos e da educação que ela é capaz de oferecer a sua clientela. Para tanto, é necessário estar aberto às novas conceções da Gestão Escolar, principalmente na dimensão do gerenciamento dos diversos segmentos da instituição, buscando atingir os objetivos educacionais centrados e alinhados com as exigências do novo milênio. Somos sabedores da deficiência dos cursos de formação dos gestores de unidades educacionais, onde, na maioria deles, a abordagem reflete apenas os conhecimentos pedagógicos, sem nenhuma orientação quanto aos preceitos da Administração Geral e quanto aos aspetos do marketing, propaganda, relações com os clientes, associados aos aspetos pedagógicos em geral. Para tanto, com este trabalho, cujo título é, A GESTÃO EM UMA ESCOLA/EMPRESA: As novas relações pedagógicas e administrativas, frente a um ambiente em constantes mudanças, buscaremos pontuar indicadores de situações conflitantes na gestão escolar, principalmente quanto aos aspectos da realidade atual, completamente diferente de anos atrás. Hoje, a dualidade escola/empresa envolve todo o processo administrativo, com aplicação de todos os encaminhamentos, conceitos e ações da administração geral. Segundo alguns autores, a escola não pode ser considerada uma empresa pelo fato de não levar ao mercado um serviço e não existir a incidência do marketing, da propaganda e do cliente. Fundamentamos este trabalho defendendo essa incidência, observando que as escolas que não adotam um processo de gestão adequado para a nova realidade mundial estão sujeitas a grandes dificuldades, muitas fechando suas portas, apesar do crescimento populacional. Esse estudo não exclui do primeiro plano o especto da formação pedagógica, pois os objetivos desta são mais elevados. Assim, seu desenvolvimento está centrado em três vertentes bem definidas, tendo como centro O objetivo principal da gestão escolar que é o primado do pedagógico: A Organização do Trabalho Pedagógico; A organização do Trabalho Administrativo e a Gestão de Pessoas como Recursos Estratégicos para a Otimização do Trabalho. Portanto, concebemos uma escola não apenas com uma linha puramente empresarial, mas uma escola dinâmica, construtiva e humana. Uma escola que seja facilitadora do conhecimento, que valorize o académico, sem perder de vista os processos de gestão que a conduza a uma educação de qualidade. Com este trabalho objetivamos apontar caminhos, facilitando a compreensão e o gerenciamento da escola, buscando uma ação mais coerente quanto à condução de uma escola/empresa e a clareza do que se quer como gestão escolar. Esperamos encontrar novos caminhos para o processo administrativo/pedagógico, oferecendo uma metodologia de administração clara, concisa e exequível, de forma a facilitar a caminhada do gestor escolar. /ABSTRACT - We live new times, opportune and confuses in relations to the future. The world has changed, the school has changed in the context of the globalization, and there are changes in the forms of the management. We know and want a new school, a school with the reality that we live, with the world that its lives, but, also, we have to have a relation permanent with the action's line of the orientations law. In this case, the future of the school depends on the management, of the form to make your resources and about the education that it can offer your clients. So, it is necessary to be open to the new conceptions of the Management School, in the dimension of the management of the segments of the institution, hitting the educational objectives with the demands of the new millennium. We are experts of the deficiencies of the causes of formation of the managements in each educational unit, when they reflect just the knowledge pedagogic, without orientation about the rules of the General Administration and the aspects of marketing, relation with the clients and the pedagogic aspects in general. So, with this work, which title is: Management in a School I Company: The new relations pedagogic and administrative, in front to the place in constant changes, we'll observe the situations in conflict in the school management, observing its aspects with the actual reality, completely different with its past. Today, schools I company have all the administrative process, with application of all setting in motion, concepts and actions of the generally administrative. Some authors, the school can't be considerate a company because it doesn't pass to the stock market a service and there isn't an incidence of the marketing, and of client. We found this work defending this coincidence, observing that the schools that don't have a process of management correct for a new reality world, have will big problems, closing its doors, having a big population or not. This study, don't take out the first plan, the aspect of pedagogic formation, because the objectives are more elevated. So, its development is put in three pillars, having like center the principal objective of the school management which is the principal: The Organization of pedagogic work. The organization of the Administrative Work and the management of people as Resort Strategic to an optimization of the work. So, we will have a school not just with a line business, but a dynamic school, constructive and human. A school that helps the knowledge and valorize the academics, without to lose the process of the management that conduce an education of quality. With this work we have ways, facilitating the understanding and the management of the school, having an action more coherent than the conduction of a school I company and the clarity that to want as management school. We hope to find new ways to the process administrative/pedagogic, applying a methodology, in a correct administration, to make and to facility the way of the management school.
35
Méndez, Rebolledo Teresita de Jesús. "El posgrado mexicano en la sociedad del conocimiento: una mirada desde los perfiles de los egresados y la opinión de los empleadores." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/672019.
Full textAbstract:
En las políticas de educación superior del desarrollo de la ciencia en México, desde el Consejo Nacional de Ciencia y Tecnología (CONACYT) en el Programa Nacional de Posgrados de Calidad (PNPC) para determinar la calidad del programa educativo se sugiere que se realice seguimiento de egresados. El objetivo es conocer las competencias que proporciona el posgrado mexicano a los egresados y su concreción en la inserción laboral a partir de salidas profesionalizantes y de investigación. Se realiza análisis descriptivo, pruebas t de student, modelos de regresión lineal, modelos de probabilidad lineal, modelos de regresión logística y análisis de correspondencia múltiple. Se identifican las características de la trayectoria de egreso. También se encontró que las competencias que más adquieren y más aplican los egresados están relacionadas con los conocimientos disciplinares, las habilidades del pensamiento crítico y creativo, liderazgo, las habilidades vinculadas con la actividad académica y científica. Se encontró que existen diferencias significativas entre los niveles de las competencias con el nivel de posgrado. Se encontró que las competencias aplicadas que coadyuvan a la calidad del empleo de los egresados del posgrado son relacionadas con las capacidades científicas. Se encontró que las variables que mejoran las características del trabajo están relacionadas con nivel de posgrado, años laborales y el área de conocimiento. Además se encontró, con base en los resultados de las competencias aplicadas, según la opinión de egresados y empleadores, que principalmente están requiriendo conocimientos disciplinares, liderazgo, habilidades científicas, actitudes de emprendimiento y educación emocional. Se encontró que las competencias genéricas aplicadas del egresado vinculadas con capacidades de liderazgo y emocionales expresan relación para impartir clases; y la capacidad de liderazgo expresa relación para dirigir tesis. Se encontró que la remuneración económica se relaciona con que la producción académica tenga propiedad intelectual o registro. Se encontró que el sector productivo terciario y la competencia genérica aplicada vinculada con la capacidad emocional laboral-personal se relaciona con la participación en proyectos de investigación, la divulgación y difusión del conocimiento, las acciones de vinculación entre pares o colegas y las acciones de vinculación entre pares o colegas desde pertenecer al SNI en México. Se encontró que la capacidad emocional laboral-personal se relaciona con impartir clases y se encontró que la capacidad del pensamiento reflexivo se relaciona con dirigir tesis. Y se encontró que los perfiles profesionales son de utilidad para que el egresado tenga producción académica. A partir de este tipo de estudios, es posible identificar las competencias que los egresados adquieren y su impacto. Es posible afirmar que los niveles de competencias está impactando en la inserción laboral de los egresados y para conseguir producción académica. Estos beneficios son para los egresados pero también para los programas educativos porque por medio de estas evidencias están corroborando la aplicación de los perfiles profesionales y los perfiles de egreso.In higher education policies for the development of science in Mexico, from the National Council of Science and Technology (CONACYT) in the National Quality Postgraduate Program (PNPC) to determine the quality of the educational program, it is suggested that monitoring of graduates. The objective is to know the competences that the Mexican postgraduate provides to graduates and their concretion in the labor insertion from professionalizing and research opportunities. Descriptive analysis, student's t tests, linear regression models, linear probability models, logistic regression models and multiple correspondence analysis are performed. The characteristics of the exit path are identified. It was also found that the competencies that graduates acquire the most and apply the most are related to disciplinary knowledge, critical and creative thinking skills, leadership, skills related to academic and scientific activity. It was found that there are significant differences between the levels of competencies with the postgraduate level. It was found that the applied competencies that contribute to the quality of employment of postgraduate graduates are related to scientific abilities. It was found that the variables that improve job characteristics are related to graduate level, working years and the area of knowledge. It was also found, based on the results of the applied competencies, according to the opinion of graduates and employers, that they are mainly requiring disciplinary knowledge, leadership, scientific skills, entrepreneurial attitudes and emotional education. It was found that the applied generic competences of the graduate related to leadership and emotional capacities express a relationship to teach classes; and leadership ability express relationship to direct thesis. It was found that the economic remuneration is related to the academic production having intellectual property or registration. It was found that the tertiary productive sector and applied generic competence linked to work-personal emotional capacity is related to participation in research projects, dissemination and dissemination of knowledge, bonding actions between peers or colleagues, and bonding actions between peers or colleagues from belonging to the SNI in Mexico. It was found that the work-personal emotional capacity is related to teaching classes and it was found that the capacity for reflective thinking is related to directing thesis. And it was found that professional profiles are useful for the graduate to have academic production. From this type of study, it is possible to identify the skills that graduates acquire and their impact. It is possible to affirm that the levels of competences are having an impact on the labor insertion of graduates and to achieve academic production. These benefits are for graduates but also for educational programs because through this evidence they are corroborating the application of professional profiles and graduation profiles.
36
Manheimer, Robert. "Initiating strategic planning in a selected school district /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857679.
Full text
37
Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.
Full text
38
Lai, Hoi-yuen Hilary. "A study of decision-making : recent theoretical perspectives in educational administration /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135956.
Full text
39
Martins, Hendrik Andries. "Die vakbondverteenwoordiger as bevorderaar van sosiale dialoog in die arbeidsituasie in 'n aantal uitgesoekte skole." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-123307.
Full text
40
Alumbaugh, John W. Laymon Ronald L. "An examination of business and educational management beliefs towards educational choice in a selected public school district." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311281.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed January 30, 2006. Dissertation Committee: Ronald L. Laymon (chair), Thomas P. Nelson, Paul C. Baker, Richard D. Berg, Timothy F. Hyland. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.
41
Scatola, Edm??ia Soares Pinto. "Reformas curriculares e os desafios da coordena????o de um curso de ci??ncias cont??beis diante da gest??o do projeto pol??tico pedag??gico." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2013. http://132.0.0.61:8080/tede/handle/tede/520.
Full textAbstract:
Made available in DSpace on 2015-12-03T18:35:26Z (GMT). No. of bitstreams: 1
Edmeia_Soares_Pinto_Scatola.pdf: 1211250 bytes, checksum: 4f5a7c9a552f27085f68d8d69c3e48e5 (MD5)
Previous issue date: 2013-08-30The Pedagogical Political Project is presented as an instrument of academic management, pointing alternative paths and establishing commitments in search of an IES identity and the course it offers. Therefore, the PPP is instituted from intentional actions with an explicit sense and a commitment defended collectively. This study was intended for knowing and analyzing the way of acting of a coordinator of an Accounting Sciences course facing the construction process of the Pedagogical Political project as a response to the curricular changes instituted, and therefore, to point out challenges, difficulties and progress originating from it. For this, a descriptive research was performed with a qualitative approach. The data were obtained from interviews and document analysis. A participative leadership style and democratic management of the coordination of the investigated course was observed, as well as the decentralization of the pedagogical management effort using strategies and actions looking for the involving everyone in the curricular decision making process. Actions such as the creation of deliberative instances, pedagogical meetings, meetings and other participative actions were detected. Delegating functions and implementing changes in the course indicate that the exercise of autonomy and participation are the most valued pillars by the coordination. Despite the intentions and the participative actions in the construction of the PPP, there are challenges to be overcome by the course coordination such as implementing a competence curriculum with a vision focused in the labour market not in the market, a vision still present in DCNs. The desired profile for the accountant currently demands reviewing the curricula theory and adopted methodologies for increasing the learning process and student development. It is concluded that a participative leadership style allows knowledge mobility, professional and interpersonal experiences that promote the engagement of everybody in the academic activities and results, motivating them to accept the challenges of the path towards the scientifical and technological formation of students. However, this pedagogical manager profile shall be related to a complex and systemic scientific paradigm and with a question and doubt pedagogy that allows the interaction and dialogue between disciplines and actors involved, transforming static and conservative academic spaces into dynamic, democratic and transforming spaces
O Projeto Pol??tico Pedag??gico apresenta-se como um instrumento de gest??o acad??mica que aponta caminhos alternativos e estabelece compromissos para a busca da identidade da IES e do curso que oferece. Assim, o PPP se institui a partir de a????es intencionais, com um sentido expl??cito e com um compromisso defendido coletivamente. Este estudo teve como objetivo conhecer e analisar o modo de atua????o do coordenador de um curso de ci??ncias cont??beis diante do processo de constru????o do Projeto Pol??tico Pedag??gico como resposta ??s mudan??as curriculares institu??das, e, assim evidenciar desafios, dificuldades e avan??os da?? decorrentes. Para tanto, realizou-se uma pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevista e de an??lise documental. Constatou-se um estilo de lideran??a participativa e de gest??o democr??tica da coordena????o do curso investigado, bem como, o esfor??o pela descentraliza????o da gest??o pedag??gica com a utiliza????o de estrat??gias e a????es que buscam o envolvimento de todos nas tomadas de decis??es curriculares. Foram detectadas a????es como a cria????o de inst??ncias deliberativas, reuni??es pedag??gicas, encontros, e outras a????es participativas. A delega????o de fun????es e a implementa????o de mudan??as no curso indicam que o exerc??cio da autonomia e a participa????o s??o os pilares mais valorizados pela coordena????o. Apesar das inten????es e das a????es participativas na constru????o do PPP, existem desafios a serem superados pela coordena????o do curso tais como a implementa????o de um curr??culo por compet??ncias com uma vis??o focada no mundo do trabalho e n??o mercadol??gica, presente ainda nas DCNs. O perfil desejado para o contador na contemporaneidade exige a revis??o da teoria dos curr??culos e das metodologias adotadas para fomentar a aprendizagem e o desenvolvimento dos acad??micos. Conclui-se que um estilo de lideran??a participativa permite a mobiliza????o de saberes, de experi??ncias profissionais e interpessoais que promovem o envolvimento de todos nas atividades acad??micas e nos resultados motivando-os a aceitar os desafios da caminhada rumo ?? forma????o cientifica e tecnol??gica dos alunos. Entretanto, este perfil de gestor pedag??gico deve relacionar-se com um paradigma cient??fico complexo e sist??mico e com uma pedagogia da d??vida e da pergunta que permita a intera????o e o di??logo entre as disciplinas e os atores envolvidos, transformando espa??os acad??micos est??ticos e conservadores em din??micos, democr??ticos e transformadores
42
Setchel, Barbara Anne. "How distributed school leadership practices are implemented in a rural northeast Georgia elementary school." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/barbara_a_setchel/setchel_barbara_a_200801_edd.pdf.
Full textAbstract:
Thesis (Ed. D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 112-120) and appendices.
43
Poon, Siu-lan Lucy. "Leadership ... in you : a case study of an aided secondary school in its infancy /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810913.
Full text
44
Smith, Elizabeth L. "Educational leadership : a study of graduates of Eastern Illinois University's educational administration program /." View online, 1987. http://ia301524.us.archive.org/1/items/educationalleade00smit/educationalleade00smit.pdf.
Full text
45
黎凱源 and Hoi-yuen Hilary Lai. "A study of decision-making: recent theoretical perspectives in educational administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960236.
Full text
46
Cheng, Yan-wing. "Change management of teachers in their workplace : a case study in the learning organization perspective /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17600960.
Full text
47
Arfstrom, Kari M. "Recognizing, determining, and addressing entrepreneurial innovations by superintendents of emerging or established educational service agencies." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4599.
Full textAbstract:
Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 164. Thesis director: Penelope Earley. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 159-163). Also issued in print.
48
Li, Wei-oi. "School based curriculum development in Hong Kong : problems and difficulties /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037598.
Full text
49
Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.
Full textAbstract:
School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
50
Bales, Jon R. Pancrazio Sally B. "Graduate preparation in educational administration among high school principals and its relationship to school effectiveness." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803719.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 1, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 172-186) and abstract. Also available in print.